The topic of this webinar was a book titled __The Passion Driven Classroom.__ In a passion driven classroom, the students identify and work within their passions, which the authors describe as more than hobbies, but interests in which students are willing to make great commitments of time and energy, even if it becomes difficult.
The authors maintain, and I agree that they are correct, that schools are often guilty of driving passion out of students. Young children have the capacity to expend great attention and energy on an interest, but frequently lose this as they grow. I remember an older family member saying that to me about my daughter when she was about eight. He said that children are so wonderful and full of life until school ruins them. The authors of this book essentially hold the same view. They encourage teachers to help students find their passions through processes like "heart mapping" as developed by Lucy Calkins, to use these maps to find other students with whom they can work and share these passions during "passion projects".
Focusing on students' passions is, to me, a strong version of differentiating instruction by interest. Working within a subject you are passionate about helps you to make connections with others and develop relationships based on the passion. The authors also describe these interest groups as "tribes", which have been described in other books about leadership and learning as groups that we feel a strong connection to. In teaching children, we are trying to develop the qualities of lifelong learners. If they begin their lives working on projects they are passionate about, this can only support this goal.
The Passion Driven Classroom, by Peggy George
The topic of this webinar was a book titled __The Passion Driven Classroom.__
In a passion driven classroom, the students identify and work within their passions, which the authors describe as more than hobbies, but interests in which students are willing to make great commitments of time and energy, even if it becomes difficult.
The authors maintain, and I agree that they are correct, that schools are often guilty of driving passion out of students. Young children have the capacity to expend great attention and energy on an interest, but frequently lose this as they grow. I remember an older family member saying that to me about my daughter when she was about eight. He said that children are so wonderful and full of life until school ruins them. The authors of this book essentially hold the same view. They encourage teachers to help students find their passions through processes like "heart mapping" as developed by Lucy Calkins, to use these maps to find other students with whom they can work and share these passions during "passion projects".
Focusing on students' passions is, to me, a strong version of differentiating instruction by interest. Working within a subject you are passionate about helps you to make connections with others and develop relationships based on the passion. The authors also describe these interest groups as "tribes", which have been described in other books about leadership and learning as groups that we feel a strong connection to. In teaching children, we are trying to develop the qualities of lifelong learners. If they begin their lives working on projects they are passionate about, this can only support this goal.